Henley College Coventry

REPORT FROM THE INSPECTORATE 1997-98

THE FURTHER EDUCATION FUNDING COUNCIL THE FURTHER EDUCATION FUNDING COUNCIL

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. It also assesses and reports nationally on the curriculum, disseminates good practice and advises the FEFC’s quality assessment committee.

College inspections are carried out in accordance with the framework and guidelines described in Council Circulars 97/12, 97/13 and 97/22. Inspections seek to validate the data and judgements provided by colleges in self-assessment reports. They involve full-time inspectors and registered part-time inspectors who have knowledge of, and experience in the work they inspect. A member of the Council’s audit service works with inspectors in assessing aspects of governance and management. All colleges are invited to nominate a senior member of their staff to participate in the inspection as a team member.

Cheylesmore House Quinton Road Coventry CV1 2WT Telephone 01203 863000 Fax 01203 863100

© FEFC 1998

You may photocopy this report. A college may use its report in promotional material provided quotes are accurate, and the findings of the inspection are not misrepresented. Contents

Paragraph

Summary

Context

The college and its mission 1

The inspection 5

Curriculum areas

Computing and information technology 7

Business studies 12

Hospitality and catering 16

English 21

Cross-college provision

Support for students 26

General resources 32

Quality assurance 37

Governance 45

Management 53

Conclusions 62

College statistics

Henley College Coventry Grade Descriptors Retention and Pass Rates Inspectors assess the strengths and weaknesses Where data on students’ achievements appear of each aspect of provision they inspect. Their in tables, levels of achievement are shown in assessments are set out in the report. They use two ways: a five-point scale to summarise the balance • as a retention rate, which is the proportion between strengths and weaknesses. of students who completed a course in The descriptors for the grades are: relation to the number enrolled on 1 November in the first year of the course • grade 1 – outstanding provision which has • as a pass rate, which is the proportion of many strengths and few weaknesses students which passed examinations in • grade 2 – good provision in which the relation to the number entered. Pass rates strengths clearly outweigh the weaknesses for GCE A level are quoted for grades A to • grade 3 – satisfactory provision with E unless otherwise specified. Pass rates strengths but also some weaknesses for GCSE courses are quoted for grade C or • grade 4 – less than satisfactory provision above unless otherwise specified. Pass in which the weaknesses clearly outweigh rates for vocational and professional the strengths awards are for successful completion of the full award. • grade 5 – poor provision which has few strengths and many weaknesses.

Aggregated grades for aspects of cross-college provision, curriculum areas and lesson observations, for colleges inspected during 1996-97, are shown in the following table.

Grade 12345 %%%%%

Curriculum areas 9 59 30 2 –

Cross-college provision 18 51 27 4 –

Lesson observations 19 42 31 7 1

Source: Quality and Standards in Further Education in England 1996-97: Chief inspector’s annual report. Grades were awarded using the guidelines in Council Circular 93/28, Assessing Achievement. Sample size: 122 college inspections Summary

Henley College Coventry examination pass rates are at or above the averages for the sector. Students receive good West Midlands Region support from experienced and well-qualified staff. The quality of accommodation is high. Inspected February 1998 The college has strong links with the local community. Quality assurance procedures are Henley College Coventry is a general further thorough and are an integral part of the education college in the north-east part of college’s activities. The college should address: Coventry. The college produced a detailed low pass and retention rates on some courses; self-assessment report that covered all aspects the poor level of take-up of additional learning of its operations, including the work of support; low levels of usage of some collaborative providers. Most of the staff and accommodation; and the lack of co-ordination of many of the governors were involved in the the market research. production of the report. The self-assessment process involved consultation with people and The grades awarded as a result of the inspection organisations outside the college. The evidence are given below. in the self-assessment report was drawn from various sources, including records of lesson observations, and summaries of the views of students, employers and members of the local community about the college. Inspectors agreed with most of the judgements in the self-assessment report. They identified some strengths and a few weaknesses which the report did not mention.

The college offers a wide range of courses in eight of the FEFC’s programme areas. Courses are provided at foundation, intermediate, advanced and higher levels. Four curriculum areas were inspected, including courses offered in the local community and by collaborative providers. The inspection also covered cross-college provision. The college is well governed. Its financial management is good. College managers are effective. Much of the teaching is of a good standard. Most

Curriculum area Grade Cross-college provision Grade

Computing and information technology 2 Support for students 2

Business studies 2 General resources 2

Hospitality and catering 2 Quality assurance 2

English 3 Governance 1

Management 2

Henley College Coventry 1 Context

The College and its Mission staff, of whom 74 full-time equivalents were support staff. The college is divided into six 1 Henley College Coventry is a general schools: adult and community education; further education college and it was built in business; hospitality, health and beauty studies; 1964. The main campus is in the north east of humanities, arts and sciences; leisure, tourism the city. The college provides several and sports studies; and media, design and programmes at other sites in the locality. technology. Coventry is an industrial city with a population 4 The college has recently revised its mission of around 300,000. Its traditional industries statement, which now reads: ‘Henley College have been in engineering and manufacturing. Coventry is committed to putting the student The city is now proving attractive as a base for first in all its activities, by providing high-quality many companies in the services sector. Small education and training to meet the needs of and medium-sized enterprises are important individuals and of the community into the next providers of employment. Ninety-seven per cent millennium’. of local companies employ fewer than 200 people. In November 1997, the unemployment rate in Coventry was 5.9 per cent, compared with the national average of 5.1 per cent.

2 The college is one of three further education colleges in Coventry. Increasingly, the three colleges are working with one another and with other education and training providers. There is also a specialist further education college in the city for students with physical and sensory difficulties. There are 19 secondary schools in Coventry and all have sixth forms. In 1997, 69 per cent of 16-year-olds in the city entered full-time education at school or college. A further 19 per cent received vocational training from an employer or through government training schemes.

3 On the 31 July 1997, the college had 9,414 enrolments, of which 8,020 were from part-time students, 1,394 from full-time students and 79 per cent from students aged 19 or over. During the past three years, the number of students at the college has increased by 61 per cent. The proportion of students at the college who are from minority ethnic groups is 20 per cent, and this compares with 12 per cent in the city’s population as a whole. Just over 54 per cent of students are from the areas of Coventry where levels of unemployment are significantly above the national average. On 31 July 1997, the college employed 202 full-time equivalent

Henley College Coventry 2 Context

The Inspection inspector’s annual report. The average level of attendance in the lessons inspected was 73 per 5 The college was inspected during the week cent compared with an average for the sector of beginning 23 February 1998. The inspection 77 per cent recorded in the same report. The team studied the college’s self-assessment report highest attendance was in computing and and reviewed information about the college information technology (IT) at 79 per cent, and provided by other divisions of the Further the lowest was in English at 65 per cent. The Education Funding Council (FEFC). The college following table shows the grades given to the submitted data on students’ achievements lessons inspected. between 1995 and 1997. Inspectors evaluated the data against primary sources such as class registers and pass lists issued by awarding bodies. Approximately two months before the inspection, inspectors notified the college of the provision to be inspected. The inspection was carried out by nine inspectors over 29 days and an auditor over three days. They observed 53 lessons, looked at students’ work and examined a range of the college’s documents. Inspectors met representatives of the local community, schools, employers and Coventry University. They also held meetings with students, staff, managers and governors.

6 Of the lessons inspected, 64 per cent were rated good or outstanding and 6 per cent were less than satisfactory. This profile is similar to the average for all colleges inspected during 1996-97, according to Quality and Standards in Further Education in England 1996-97: Chief

Lessons: inspection grades by programme of study

Programme Grade Totals 12345

GCE A/AS level 0 5 0 0 0 5

GCSE 0 3 0 0 0 3

GNVQ 3 6 4 0 0 13

NVQ 3 2 4 1 0 10

Other* 2 10 8 2 0 22

Total 8 26 16 3 0 53

*includes professional courses in business and hospitality and catering, foundation and introductory courses in English and computing and IT, and higher education and access to higher education courses

Henley College Coventry 3 Curriculum Areas

Computing and Information students to acquire the useful skill of creating worldwide web pages. On another NVQ course, Technology students successfully develop the ability to Grade 2 identify problems which will occur in a range of IT systems with the advent of the millennium. 7 The inspection covered all aspects of No work experience is available for GNVQ computing and IT, including collaborative students and they do not have the opportunity to provision. Sixteen lessons were inspected. undertake industrial projects in the workplace. The strengths and weaknesses identified in The college is addressing this weakness in the the self-assessment report were, for the most GNVQ course. part, the same as those identified by the inspectors. The college understated one 9 In 1997, the pass rates on NVQ courses at significant strength of this curriculum area. levels 2 and 3 were high at 83 and 88 per cent, respectively. Retention rates on these courses Key strengths were good at 83 and 100 per cent, respectively. The pass rates and retention rates on the RSA • well-managed teaching and learning Examinations Board (RSA) computer literacy • the effective and innovative methods for and information technology course were at, or developing students’ practical skills above, the averages for the further education • high-quality learning materials sector. The pass rates and retention rates on • students’ good achievements on a range introductory courses in IT are consistently high of courses at 100 per cent. Retention rates on the BTEC • the wide range of provision and national diploma and GNVQ advanced courses progression routes for students have been low. Pass rates on the GNVQ intermediate course were high in 1995 and Weaknesses 1996, but they were poor in 1997. Many • the lack of provision of work experience students progress through different levels of for students on general national computing and IT courses at the college. They vocational qualification (GNVQ) courses also progress from these courses to higher • low retention rates on BTEC national education. diploma and GNVQ advanced courses 10 The college’s programmes in computing • the shortage of some specialist staff and IT make a significant contribution to the strengthening of the college links with the local community and to widening participation in 8 Inspectors agreed with the finding in the education and training. The college offers a self-assessment report that most teachers plan wide range of computing and IT courses, and organise lessons well. Lessons have clear including successful introductory and retraining aims and objectives and teachers ensure that programmes. Courses are available at several they follow on from work already covered. venues, including the main site, centres in the Teachers take account of students’ different local community and at the premises of learning requirements and they make good use collaborative providers. In its self-assessment of high-quality learning materials. Methods for report, the college understates the strengths of developing students’ practical skills are its provision in computing and IT. Through the innovative and effective. For example, on the options available on the GNVQ advanced course, national vocational qualification (NVQ) level 3 students may specialise in IT or business course, teachers use the internet to help applications. The college also provides a

Henley College Coventry 4 Curriculum Areas

one-year GNVQ advanced course for suitably experienced students. Staff carry out regular and effective review and updating of courses and assignments.

11 An appropriate range of modern software is available for most courses. The GNVQ courses are based in suitable rooms which are equipped with computers linked to the college network. A few machines cannot run some large applications packages efficiently. There is a lack of large computer screens for demonstrations. Some courses which take place in community centres do not have sufficient equipment. These weaknesses in resources are acknowledged in the self-assessment report and the college is taking steps to remedy them. A number of specialist computer staff have left the college recently. The college has had difficulty in finding suitable replacements for them and their absence has unsettled some students and it has hindered some aspects of curriculum development.

Examples of students’ achievements in computing and information technology, 1995 to 1997

Course grouping 1995 1996 1997

BTEC national diploma Retention (%) 48 51 61 1995 and 1996, advanced Pass rate (%) 100 74 60 level GNVQ 1997

NVQ level 3 IT Retention (%) * * 100 Pass rate (%) * * 88

NVQ level 2 IT Retention (%) * 17 83 Pass rate (%) * 44 83

GNVQ intermediate Retention (%) 89 95 73 Pass rate (%) 88 100 25

RSA computer literacy and Retention (%) 75 99 91 information technology Pass rate (%) 79 53 72

Source: college data *course not running

Henley College Coventry 5 Curriculum Areas

Business Studies courses. Inspectors agreed with the finding in the self-assessment report that most teachers Grade 2 employ a variety of appropriate teaching and learning methods and make good use of 12 Inspectors observed 12 lessons on GNVQ questions to check that students understand programmes, the general certificate of what they are learning. Teachers’ written education advanced level (GCE A level) comments which accompany their marking of business course, and public services, business students’ work are constructive and aim to help and secretarial studies courses. The students improve their performance. Most inspection covered courses at the college, in courses have programmes of well-planned the local community and those offered by industrial visits. The provision of work collaborative providers. The inspectors experience is a strength of public services and agreed with the strengths and weaknesses secretarial courses. Work experience is not which were identified in the college’s provided, however, on GNVQ courses. The self-assessment report. They found some inspectors did not agree with the judgement in additional weaknesses, however, which were the self-assessment report that schemes of work not mentioned in the report. are good; they found that a number were unsatisfactory. In a few lessons, teachers did Key strengths not check the poor behaviour of some students. • good teaching on business and secretarial courses 14 Students’ work is of a high standard and their portfolios are well presented. Inspectors • high pass rates on GNVQ intermediate agreed with the finding in the self-assessment and advanced courses report that pass rates and retention rates are • high pass rates on public services high on GNVQ intermediate and advanced courses programmes and on public services courses. • the students’ success in progressing In 1997, the pass rate on the BTEC national from GNVQ courses to higher education diploma in public services course was 100 per • the efficiently-managed collaborative cent and on the GNVQ advanced course, it was provision 84 per cent. In 1997, pass rates on NVQ • the successful introduction of one-year programmes were 83 per cent, a significant and part-time GNVQ advanced courses improvement on the low pass rates in 1995 and 1996. The self-assessment did not record the Weaknesses poor results in GCSE business studies. Many • the failure of a significant number of students progress from GNVQ advanced courses students to progress to the second year to higher education. In its self-assessment of two-year programmes report, the college acknowledges it is • poor results on general certificate of unsatisfactory that a significant number of secondary education (GCSE) students fail to progress to the second year of programmes two-year business courses. • insufficient provision of work 15 There is an appropriate range of courses experience for GNVQ students for full-time and part-time students, and these • some unsatisfactory schemes of work lead to GNVQs at intermediate and advanced levels, BTEC national diplomas, NVQs, the higher national certificate and professional 13 Most teaching is effective and it is qualifications. The college has successfully particularly good on business and secretarial launched one-year full-time and two-year

Henley College Coventry 6 Curriculum Areas

part-time courses at GNVQ advanced level. Business studies courses are available at the college, at sites locally and through collaborative provision. The organisation and supervision of the collaborative provision are effective. However, the self-assessment report fails to acknowledge that there is insufficient contact regarding the curriculum between college staff and those staff responsible for the teaching of collaborative provision. Inspectors agreed with the college’s assessment that accommodation for business studies is appropriate. Rooms in which courses are based are of high quality and they contain attractive wall displays. Students on business courses are provided with good-quality course handbooks. Some classrooms lack overhead projector screens and suitable window blinds.

Examples of students’ achievements in business studies, 1995 to 1997

Course grouping 1995 1996 1997

GNVQ advanced Retention (%) 58 44 61 Pass rate (%) 76 75 84

NVQ levels 2 and 3 Retention (%) 70 80 83 administration Pass rate (%) 34 39 83

GNVQ intermediate Retention (%) 71 86 95 Pass rate (%) 67 83 70

BTEC national diploma Retention (%) 87 66 74 public services Pass rate (%) 96 84 100

GCSE Retention (%) 87 78 94 Pass rate (%) 19 30 18

GNVQ foundation Retention (%) 63 82 82 public services Pass rate (%) 50 95 86

Source: college data

Henley College Coventry 7 Curriculum Areas

Hospitality and Catering supportive and constructive. They question students skilfully in order to improve students’ Grade 2 knowledge and understanding. Teachers enable students to acquire social skills to the standards 16 Inspectors observed 13 lessons on expected by industry. Procedures for the courses in hospitality, food preparation and monitoring of students’ progress are mostly service and the licensed trade. Inspectors thorough. Teachers of students on GNVQ agreed with most of the judgements in the programmes are not, however, meeting college’s self-assessment report. They deadlines for the return of marked work. considered, however, that the report First-year students working in the kitchen of understated or omitted a number of strengths the college restaurant are required to prepare and weaknesses. complex dishes but they do not have the necessary skills to make these. This activity Key strengths hinders the development of their culinary skills • high quality of teaching for students and of their understanding of cookery processes. with learning difficulties and/or disabilities 18 Students do well in competitions. For example, this year they won two gold medals • well-developed and vocationally- and a bronze medal at the salon culinaire at relevant teaching materials for key skills Hotelympia. Most students’ work is of an • the high pass rates on most courses appropriate standard. The self-assessment • students’ achievements in competitions report did not make reference to the good • the effective management of courses practical skills which students acquire. In 1997, and the curriculum students’ pass rates on the courses leading to • the high quality of equipment and the NVQ in food and drink at levels 1 and 2 accommodation were high, at 87 and 88 per cent, respectively. Day-release students on the course leading to an Weaknesses NVQ in food preparation and cooking at level 2 • the inappropriateness of first-year in 1997 achieved a good pass rate of 83 per students’ work in the restaurant kitchen cent. Full-time students studying for the same qualification performed less well and their pass • the teachers’ failure to meet deadlines for marking and returning the work of rate was only 50 per cent. The pass rate on the students on GNVQ courses Hotel and Catering International Management Association professional certificate course was • the poor pass rate on the GNVQ 100 per cent. Retention rates on this course advanced course in 1997 were poor, however. The pass rate and the retention rate on the British Institute of Innkeeping licensees certificate course were 17 Much of the teaching of hospitality and outstanding at 99 per cent and 100 per cent, catering is good. The teaching of food respectively. The pass rate in 1997 on the preparation and cooking for students with GNVQ advanced course in hospitality and learning difficulties and/or disabilities is catering was low, at 36 per cent. particularly effective. Inspectors agreed with the college that materials for teaching key skills are 19 The self-assessment report understated the well devised and vocationally relevant. Teachers effectiveness of the management of hospitality explain tasks to students clearly and their and catering courses. Teachers meet regularly comments on students’ written work are and programme leaders share good practice.

Henley College Coventry 8 Curriculum Areas

Effective course review and monitoring have led strong links with employers. Two major to improvements in the curriculum and in the companies have provided substantial structure of programmes. Records of lessons sponsorship for the refurbishment of the kitchen and of assessment are carefully maintained. and restaurant facilities.

20 Teachers have had experience in a wide range of different sectors of the hospitality and catering industry. Inspectors agreed with the finding in the self-assessment report that the accommodation and specialist equipment are of high quality and appropriate for the programmes on offer. The hospitality and catering programme area has particularly

Examples of students’ achievements in hospitality and catering, 1995 to 1997

Course grouping 1995 1996 1997

GNVQ advanced Retention (%) 81 40 85 Pass rate (%) 82 83 36

NVQ level 2 service of Retention (%) 84 71 85 food and drink Pass rate (%) 88 13 88

NVQ level 2 food Retention (%) 77 46 56 preparation and cooking Pass rate (%) 81 67 83 (part time)

NVQ level 2 food Retention (%) 81 57 76 preparation and cooking Pass rate (%) 81 67 50 (full time)

Hotel and Catering Retention (%) * * 36 International Management Pass rate (%) * * 100 Association professional certificate

British Institute of Retention (%) * 100 100 Innkeeping national Pass rate (%) * 100 99 licensees certificate

NVQ level 1 service of Retention (%) * 63 89 food and drink Pass rate (%) * 42 87

NVQ level 1 food Retention (%) 46 57 57 preparation and cooking Pass rate (%) 67 64 61 (full time)

Source: college data *course not running

Henley College Coventry 9 Curriculum Areas

English sustain students’ interest. Teachers’ marking of students’ work is thorough and teachers follow Grade 3 clear and established assessment procedures. Teachers monitor students’ performance 21 The inspection covered English GCE regularly and effectively and they keep students A level, GCSE and introductory courses. informed about their progress. Some records of Inspectors observed 12 lessons. They agreed lessons are unsatisfactory. The self-assessment with most of the judgements in the report failed to acknowledge that the lack of self-assessment report. Weaknesses in detail in these records makes it difficult for students’ attendance were understated in the teachers who are standing in for absent staff to report, however. ensure continuity in the students’ learning. In some lessons, students’ attendance is poor. Key strengths 24 Most students take pride in their work and • the wide range of teaching techniques are responsive in lessons. The proportion of • lively and imaginative lessons students aged 16 to 18 who obtain grade C or • effective marking of students’ work above in GCSE English language is in line with • the appropriate range of courses the national average for the further education sector. In 1996 and 1997, the pass rates of Weaknesses students aged 16 to 18 in GCE A level English • low pass rates for GCE A level English were above the national average. The language and literature for students proportion of these students who obtained grade aged 19 years and over C and above in GCE A level English was below • unsatisfactory attendance of some the national average but it matched the college’s students own prediction, made on the basis of the • poor retention rates for students aged students’ GCSE results. In its self-assessment 16 to 18 report, the college recognises that the pass rates of students aged 19 and over in GCE A level English language and literature are below the national average for further education colleges. 22 The inspection team agreed with the The college is now offering alternative courses to finding in the self-assessment report that the GCE A level English and these include courses college provides an appropriate range of English leading to London Chamber of Commerce and courses. GCSE and GCE A level courses are Industry qualifications in English for business. offered and there are programmes of study Retention rates are poor on some English leading to qualifications at introductory and courses. intermediate level. Courses are available on the main college site during the day and in the 25 Inspectors agreed with the judgement in evening, and also at centres in the local the self-assessment report that the specialist community. In addition, the college arranges for rooms for English are of high quality. Many of students who cannot attend college to study for the rooms used for the teaching of English are qualifications at home, or through distance pleasant and well equipped and they provide a learning. stimulating learning environment for students. Learning materials are good but there are not 23 Most lessons are well prepared, lively and enough copies of set texts for all students. imaginative. Inspectors agreed with the finding A few classrooms do not contain appropriate in the self-assessment report that teachers use reference or display materials. The programme an appropriate variety of methods to engage and

Henley College Coventry 10 Curriculum Areas

team teaching English courses is changing to include more part-time staff. Their integration with the programme team is not always effective.

Examples of students’ achievements in English, 1995 to 1997

Course grouping 1995 1996 1997

GCE A level English Retention (%) 88 92 100 language and literature Pass rate (%) 65 41 48 (students 19 or over)

GCSE A level English Retention (%) 81 55 60 literature (students 16 to 18) Pass rate (%) 54 83 94

GCSE English language Retention (%) 74 82 91 (students 19 or over) Pass rate (%) 100 63 57

GCSE English language Retention (%) 89 73 61 (students 16 to 18) Pass rate (%) 50 47 49

Source: college data

Henley College Coventry 11 Cross-college Provision

Support for Students college guides. There are clear and well-documented procedures for admissions. Grade 2 Inspectors agreed with the finding in the self-assessment report that the induction of 26 The inspectors agreed with most of the students is effective. Staff receive training on judgements in the self-assessment report the induction of students and they are provided about the quality of the support for students. with guidelines on induction procedures. The college has already taken action to Students are made aware of their rights and remedy some weaknesses which were responsibilities. Students who had changed identified in the report. A key phrase in the their course said that they had received good college’s mission statement is ‘student first’. advice and guidance when doing so. The effectiveness of the support provided for students demonstrates that the college meets 28 Most students receive tutorial support of its commitment to students. high quality. Documentation for personal tutors is comprehensive and well produced. Students Key strengths are provided with a useful programme of talks • the effective arrangements for the and workshops on social and personal issues, admission and induction of students such as drugs awareness, and personal safety. Some less successful tutorials were poorly • well-produced publicity materials organised and some tutors did not monitor • the highly-experienced staff in student students’ academic progress sufficiently. The services self-assessment report acknowledges that some • the high-quality careers guidance and students do not update and complete their advice for students records of achievement. • the good support for students with 29 Staff who conduct assessments to identify learning difficulties and/or disabilities students’ needs for additional learning support provide course teams and students with the Weaknesses results of these assessments promptly. However, • students’ low take-up of additional many students do not take up the additional learning support learning support they require and those who • insufficient monitoring of tutorials do, often do not attend the support sessions • the failure of some students to update regularly. The college is piloting a programme and complete records of achievement of additional learning support which is provided as a part of students’ main courses. Since the introduction of this programme, the number of 27 Potential students receive impartial advice students receiving support has increased. and guidance. There is a wide range of The support provided for students with learning well-designed prospectuses and publicity difficulties and/or disabilities is good. The materials. Course leaflets are informative and college’s disability statement provides clear clearly written. ‘Taster’ and open days are guidance and procedures for identifying, offered throughout the year and some are run in assessing and supporting students with learning collaboration with other local colleges. The difficulties and/or disabilities. The college helps college shares some of its advertising costs with to arrange programmes across the city to these colleges. It uses a variety of publicity increase learning opportunities for students with methods, such as cinema and newspaper learning difficulties and/or disabilities. advertisements, direct mailing, posters and

Henley College Coventry 12 Cross-college Provision

30 Inspectors agreed with the finding in the students on courses at locations away from the self-assessment report that the guidance and main site. advice given to students about progression to higher education and employment represents a General Resources strength in this area of cross-college provision. The college provides a wide and appropriate Grade 2 range of services. Students receive help with 32 Inspectors agreed with most of the preparing curricula vitae and letters of judgements in the self-assessment report application. The learning resource centre is a about the college’s resources. They also useful source of information on careers. Some agreed with the college’s assessment of the of the college’s services are available on the strengths of the resources, particularly in college computer network. Guidance and advice respect to the condition of the buildings. on careers is also included in the tutorial programme. The college careers office and the local careers service adviser provide students Key strengths with individual interviews and talks on careers. • good accommodation In its self-assessment report, the college has • the accessibility of the accommodation acknowledged that teachers’ references for to students with restricted mobility students applying for entry to higher education • the high standard of IT resources need to be checked more carefully. It has also • the provision of good learning resources identified a need for staff to visit collaborative provision more frequently in order to give Weaknesses careers advice and guidance to students on • low usage of space courses run by collaborative providers. • the unsuitability of the learning 31 The effective and friendly support and resource centre for group work and guidance for students which the highly- silent study experienced staff in student services provide, is identified as a strength in the self-assessment 33 Buildings are of high quality and they are report. There is a well-organised service to help well cared for. The college has made significant students to find accommodation. Booklets on changes and improvements to its the financial implications of being a student, and accommodation since the last inspection. These on counselling services for students are clearly include the new and welcoming main reception written and informative. The personal area, a refurbished media studies unit and the counselling service is effectively publicised and conversion of workshops into classrooms. well used. Students are referred to outside Substantial sums of money have been spent on agencies for help where appropriate. The a rolling programme of planned maintenance, college provides a useful range of advice on for example, on reroofing. Internally, the financial matters and on social security. There displays, decor and furnishings are of a high are clear procedures for providing financial standard. The college has installed a assistance to students from the access and comprehensive 24-hour security system. There hardship funds. Information on other sources is an adequate number of staff work rooms, of financial help is also given to students. located within curriculum areas. These rooms Subsidised childcare facilities are available have networked computers and electronic mail to students with young children. In its facilities. Inspectors agreed with the finding in self-assessment report, the college recognises the self-assessment report that the college’s that there are insufficient childcare facilities for utilisation of space is low.

Henley College Coventry 13 Cross-college Provision

34 The buildings are easily accessible to Quality Assurance students with restricted mobility. The college also makes provision for these students to visit a Grade 2 centre for the disabled in the city which includes 37 Inspectors agreed with most of the a swimming pool. There is a wide range of judgements in the self-assessment report. communal facilities for students, including They found, however, strengths and good-quality common rooms, a large refurbished weaknesses in the college’s quality assurance refectory, a travel shop and a well-equipped system which were not identified in the sports centre. report. 35 The self-assessment report identifies the high quality of IT facilities as a strength of the Key strengths college’s resources. These facilities are well • the clear policy on quality assurance used. Except at some peak usage times, • good arrangements for monitoring the students have good access to computers and effectiveness of the quality assurance they are available to them on Saturday system mornings. Most computers are connected to the • the college’s achievement of external college-wide network and to the internet. A awards for quality wide range of CD-ROMs is available, although • the audit procedures within the quality there are few for business studies. A range of assurance system learning materials prepared by curriculum and cross-college areas, is available on the college’s • well-established procedures for the computer network. The college provides assessment of teaching training for staff, and for all full-time and some • the extensive staff development part-time students, on how to use computers programme and software. There are sufficient technicians • the identification of staff development to maintain the IT equipment. needs through the staff appraisal system 36 The learning resource centre, which includes the library, is an attractive Weaknesses well-furnished area. The self-assessment report identifies a weakness in the college’s resources • minimal use of performance indicators in that the centre is too small for group work, and targets in cross-college areas and its layout does not facilitate silent study. • underdeveloped use of service There is an appropriate range of library books, standards across the college periodicals and learning materials. Liaison • insufficient specification of standards between the learning resource centre staff and and targets in the college’s charter curriculum managers is good. The manager of the centre is a member of the college’s 38 The college’s quality assurance policy is management forum. Students regard the clear and easy to understand. The policy service provided by the centre as good and they stresses the importance of making continuous find its opening times appropriate. The budget improvements in all areas of the college’s work. for learning resources is adequate. However, There are helpful guidelines for staff on the there are no separate budget allocations for quality assurance arrangements. In 1996, the specific curriculum areas. college received a Charter Mark for excellence in public services. The college has achieved Investor in People status.

Henley College Coventry 14 Cross-college Provision

39 There is a well-developed and standardised 41 Curriculum areas make good use of system for keeping course records and for performance indicators. For each course, there monitoring and reviewing the effectiveness of are targets for enrolments, retention rates and courses. All course teams discuss common students’ achievements. The self-assessment agenda items at course review meetings. The report recognises that there is insufficient use college is seeking to achieve more analytical of performance indicators and targets in evaluation of its provision. In addition to cross-college areas. The use of service end-of-year course reviews there are meetings standards across the college is not developed. at which course managers review a group of The charter does not specify enough precise courses and complete a self-assessment report. standards or targets against which the college’s This has produced useful summaries of performance can be easily measured. strengths and weaknesses in provision. The 42 The college conducts surveys of students’ evidence to support these strengths and views on the quality of provision by asking weaknesses is not always sufficiently detailed. students to respond to three questionnaires each The implementation of action plans drawn up to year. College managers also interview groups of address weaknesses identified at course review students and other users of the college to find meetings, is regularly monitored. Each head of out how satisfied they are with the college’s school attends a formal review meeting with performance. A transcription of the interviews senior managers three times a year. is made and a useful analysis of the points 40 There are effective and well-established raised in them is produced. committees for monitoring the quality of the 43 The programme of staff development is college’s provision. Among these are the quality extensive. Training and development days assurance committee and the quality audit ensure that staff are involved in strategic committee which report to the academic board. planning, quality assurance, and The quality assurance committee oversees the self-assessment. The staff appraisal system setting of standards for the college’s teaching identifies staff development needs and these and learning programmes and the quality audit are clearly reflected in the staff development committee monitors the effectiveness of the programme. In 1996, several staff did not college’s quality assurance procedures. The receive appraisal interviews. This year, most college has recently established a system for staff have had their appraisal interviews. The reviewing activities that take place across all annual review of staff development provides an areas of the college. A ‘quality support team’ informative record of staff development in the has been set up to improve teaching and college. It does not, however, identify the extent learning. The team organises and carries out to which staff development has contributed to lesson observations. A review of the findings of the achievement of the college’s strategic plan. these observations has led to the identification of strengths and weaknesses in teaching in each 44 The college’s procedures for curriculum area. Discussion of the strengths self-assessment are good. Self-assessment is and weaknesses in the teaching of individual an integral part of the college’s strategic and members of staff, identified during lesson operational planning. The college provided observations, forms an integral part of staff evidence including clear references to appraisal interviews. As the self-assessment documentary evidence to support most of its report notes, quality assurance arrangements judgements in the self-assessment report. have not led to the improvement of students’ Evidence was drawn from the findings of lesson achievements in all areas of the college. observations, the students’ responses to questionnaires, and the views of employers and

Henley College Coventry 15 Cross-college Provision

of the local community. Preparation of the governance of the college is good. The self-assessment report involved much corporation substantially conducts its business consultation between managers and a wide in accordance with the instrument and articles range of staff, and the corporation. The self- of government. It also substantially fulfils its assessment report included detailed action plans responsibilities under the financial for the improvement of provision in cross- memorandum with the FEFC. college and curriculum areas. 47 Inspectors agreed with the judgement in the self-assessment report that the governance Governance of the college is of a very high standard. Governors devote considerable time to the Grade 1 college. They come from a wide range of 45 The self-assessment of governance was professional and business backgrounds. The thorough and inspectors agreed with the corporation has identified the skills it requires of great majority of the strengths and future members. The search committee advises weaknesses identified. on the appointment and reappointment of governors, taking into account the need for corporation members to have, collectively, an Key strengths appropriate range of expertise and experience. • the corporation’s effective oversight of Procedures for documenting the appointment of the college’s financial performance governors are not sufficiently comprehensive. • governors’ keen interest in all aspects of The arrangements for the induction and training the college’s work of governors are good. Governors have recently • the governors’ commitment to the evaluated their effectiveness. college 48 Governors understand clearly the • the governors’ range of skills and distinction between governance and experience management. They work well with senior • the corporation’s involvement in the managers, who attend corporation meetings by development of strategic plans invitation. The chairman and principal meet • the effective self-evaluation of the frequently. There are effective arrangements for corporation’s performance governors to be involved in the appointment, • arrangements for the induction and appraisal and professional development of training of governors senior staff.

• the clerking arrangements 49 Arrangements for clerking are good. • the efficient conduct of corporation and Meetings are carefully prepared and they are committee business well chaired. The corporation’s discussions and actions are purposeful. Minutes of meetings of Weaknesses governors are clear. The corporation adopted • insufficient detail in the register of an early model code of conduct for members but interests it contains insufficient detail. The clerk to the • standing orders have not been corporation maintains a register of the financial established and personal interests of governors and of staff with significant financial responsibilities. The self-assessment report did not indicate that the 46 The FEFC’s audit service concludes that, register does not contain enough detailed within the scope of its assessment, the information and that it is not revised each year.

Henley College Coventry 16 Cross-college Provision

Standing orders for the conduct of the the formal reports of committees. The audit corporation and its committees have not been committee has appropriate terms of reference. established. It effectively monitors the implementation of audit recommendations and regularly reviews 50 As indicated in the self-assessment report, progress in the carrying out of audit plans. governors are fully involved in developing the college’s strategic plan. Governors monitor the college’s performance closely. They regularly Management discuss the college’s progress towards the achievement of strategic objectives. Governors Grade 2 receive comprehensive and regular 53 Inspectors agreed with most of the management information on enrolments, judgements in the comprehensive retention rates and students’ achievements and self-assessment report on management. In on the utilisation of staff. Governors take a some cases, weaknesses identified in the keen interest in quality assurance, students’ report had been fully or partially rectified by progress, the work of curriculum areas and the the time of the inspection. quality and effectiveness of the teaching. For example, the curriculum advisory group of Key strengths governors has carried out thorough reviews of • the strong commitment of staff to students’ achievements. The corporation has strategic planning considered the college’s self-assessment report. • effective use of targets A governor chairs the student liaison group, made up of representatives from senior • effective communications within the management and the student body and this college considers matters of interest to students. • the clear management structure

51 Governors debate the college budget fully. • widespread use of high-quality The corporation approves financial forecasts management information before they are forwarded to the FEFC. • the development of unit costing Governors provide an annual account of their • good financial monitoring by the senior stewardship of the college’s funds. They management team monitor the college’s progress towards meeting • the form and content of management a range of financial performance targets, and reports they receive detailed management accounts at monthly intervals. The finance and policy Weaknesses committee reviews the college’s financial • insufficient co-ordination of market performance regularly and thoroughly. research across the college However, the terms of reference for the finance • unequal workloads of some management and policy committee do not fully define its role staff and responsibilities. • insufficient recording of the termly 52 Inspectors agreed with the finding in the reviews of progress self-assessment report that the corporation has established an appropriate committee structure. Governors have formally agreed how they 54 Staff are widely involved in strategic should be deployed between committees in planning at all levels. The college’s strategic order that the best use may be made of their plan has been improved since the last expertise. The corporation regularly receives inspection by the inclusion of a useful operating

Henley College Coventry 17 Cross-college Provision

statement. The plan is thorough and is no strategy for encouraging all areas of the comprehensive and, three times a year, the college to develop links with employers. senior management team reviews the extent of 58 The college works closely with two other progress made in carrying it out. No formal general further education colleges in Coventry. record is kept of the decisions taken by the The college and the two neighbouring colleges senior management team on ways of improving bid jointly for external funds. The colleges also the plan’s implementation. jointly review courses with low numbers so that 55 The self-assessment report identified the they do not duplicate provision unnecessarily careful setting of targets as a strength in the and inefficiently. Representatives of external way the college is managed. Senior groups spoke warmly of the good relations management measures the extent to which the between the college and their organisations. college meets its targets. The college’s The college enjoys good relations with schools performance is judged against national and it has substantial links with local indicators such as national pass rates for community groups. The college also has good examinations. links with local universities and with the Coventry and Warwickshire Chamber of 56 Inspectors agreed with the finding in the Commerce, Training and Enterprise. self-assessment report that communication within the college is effective. There are regular 59 Staff pay careful attention to health and meetings of senior managers. Agendas are safety regulations. The corporation has relevant. Minutes of meetings are well written, approved the college’s health and safety policy. and they specify who has responsibility for Health and safety committees monitor the implementing action which has been agreed. effectiveness of the college’s health and safety Senior managers meet all staff on average twice policy. Regular checks are carried out to ensure a term. The college issues a regular and that college’s accommodation and equipment informative newsletter. The management comply with safety regulations. There are clear structure is clear. Although some job procedures for reporting accidents which occur descriptions have not been revised for some on the college’s premises. The college has a years, staff have a clear understanding of their comprehensive equal opportunities policy. The responsibilities. Inspectors agreed with the self-assessment report commented that the statement in the self-assessment report that policy was too long to permit easy reference to it there is some inequality in managers’ and a shorter version has now been made workloads. This inequality was noted in the last available in the college. Inspectors agreed with inspection report and it has not been addressed. the finding in the self-assessment report, that Most staff are effectively deployed. There is a more needs to be done to check that the college comprehensive staff handbook. Induction for curriculum supports and promotes equal new staff is thorough. opportunities.

57 The college’s market research lacks co- 60 Management information is of a high ordination. Some sections of the college carry quality. It is widely used and it helps staff to out their own research. These include some carry out their management responsibilities curriculum areas and, in particular, the effectively. During recent years, the college has marketing unit and Henley Enterprise, which is made good progress in developing a system of concerned with the development of full-cost unit costing for courses. Considerable work has courses for industry. The college has a also been carried out on determining the costs marketing strategy which has clear objectives. of course modules. As the self-assessment report recognises, there

Henley College Coventry 18 Cross-college Provision

61 The FEFC’s audit service concludes that, within the scope of its review, the college’s . financial management is good. The finance team has an appropriate number of suitably qualified and experienced staff. The integration of financial forecasts with strategic plans is effective, clear and understood. A comprehensive management report, including relevant financial and non-financial information, is produced monthly. Cashflow forecasting does not extend beyond the end of the financial year. Budget holders receive timely reports on expenditure, and specialist advice when this is required. The senior management team receives management reports monthly, and monitors the college’s performance effectively. The college’s internal and external auditors have not identified any significant weaknesses in the college’s internal control system. The comprehensive financial regulations and procedures have been revised recently.

Conclusions

62 The self-assessment report provided the inspection team with a useful basis for planning the inspection. The report was thorough and comprehensive and inspectors agreed with most of its judgements. Inspectors considered that some of the college’s strengths were understated. They also found some strengths and weaknesses which were not identified in the report. With one exception, the grades awarded by the college to its curriculum areas inspected were identical to those given by the inspectors. The grade for one curriculum area, however, was considered by the inspectors to be too high. Inspectors mostly agreed with the grades given for cross-college areas of provision but they considered that the college had underestimated its strengths in one area.

63 Strengths and weaknesses identified during the inspection are listed under each section of this report. The main strengths and weaknesses are identified in the summary.

Henley College Coventry 19 College Statistics

Student numbers by age (July 1997) Student numbers by mode of attendance and Age % curriculum area (July 1997) Under 16 3 Programme Full Part Total area time time provision 16-18 years 18 % 19-24 years 19 Science 239 1,760 21 25+ years 60 Engineering 68 925 11 Not known 0 Business 408 1,668 22 Total 100 Hotel and catering 246 633 9 Source: college data Health and community care 103 878 10 Student numbers by level of study Art and design 70 84 2 (July 1997) Humanities 237 1,968 24 Level of study % Basic education 23 104 1 Foundation 17 Total 1,394 8,020 100 Intermediate 45 Source: college data Advanced 36 Higher education 2 Staff expressed as full-time equivalents Leisure/recreation (non-schedule 2) 0 (July 1997) Total 100 Perm- Fixed Casual Total Source: college data anent term Direct learning contact 91 2 0 93 Supporting direct learning contact 32 3 0 35 Other support 69 5 0 74 Total 192 10 0 202 Source: college data, rounded to nearest full-time equivalent

Henley College Coventry 20 College Statistics

Three-year Trends

Financial data 1994-95 1995-96 1996-97 Income £8,536,000 £8,264,000 £8,159,000 Average level of funding (ALF) Out-turn to 1995-96; funded 1996-97 £21.64 £20.91 £21.27 Payroll as a proportion of income 60% 65% 59% Achievement of funding target 107% 104% 112% Diversity of income 32% 31% 30% Operating surplus £351,000 -£278,000 -£67,000

Sources: Income – Council Circulars 96/29 (1994-95), 97/35 (1995-96), college (1996-97) ALF – Performance Indicators 1995-96 (1994-95 and 1995-96), Funding Allocations 1996-97 (1996-97) Payroll – Council Circulars 96/29 (1994-95), 97/35 (1995-96), college (1996-97) Achievement of funding target – Performance Indicators 1995-96 (1994-95 and 1995-96), college (1996-97) Diversity of income – Council Circulars 96/29 (1994-95), 97/35 (1995-96), college (1996-97) Operating surplus – Council Circulars 96/29 (1994-95), 97/35 (1995-96), college (1996-97)

Performance data for students aged 16 to 18 Qualifications 1994-95 1995-96 1996-97 GCE A level Number of candidates 38 57 107 Average point score per entry 2.4 2.3 2.6 Position in tables bottom 10% bottom 10% bottom third Advanced vocational Number in final year 230 174 212 Percentage achieving qualification 82% 72% 82% Position in tables middle third middle third top third Intermediate vocational Number in final year * 143 96 Percentage achieving qualification * 65% 51% Position in tables * middle third bottom third

Source: DfEE Note: the majority of the college’s students are 19 years of age or older The achievements of these students are not covered in published DfEE performance tables *1994-95 intermediate vocational results not available

Henley College Coventry 21 FEFC Inspection Report 62/98

Published by the Further Education Funding Council June 1998